<p> OFFICIAL-SENSITIVE</p><p>Name: Click here to enter text. Date of birth: Click here to enter a date.</p><p>Early Years Setting: Click here to enter text. Current Year: Click here to enter text.</p><p>Personal Education Plan Date of meeting: Click here to enter a date.</p><p>Virtual School Head: Felicity Evans E: [email protected] T: 01992 556915</p><p>1. General and Personal- To be filled in by Social Worker</p><p>PUPIL INFORMATION (1)First name: (2)Surname: </p><p>(3)Likes to be known as: (4)Date of birth: </p><p>(5)NHS number: (6)UPN: </p><p>(7)ICS number: (8)Gender: </p><p>(9)Ethnicity: (10)Religion/culture: </p><p>(11)First language: (12)Second language: </p><p>CARE INFORMATION (13)Date into care: (14) Restricted access: </p><p>NO YES</p><p>(15)Care status: (16)Placed for adoption: </p><p>(17)Current placement start date : (18)Placement type: (19)Number of placements since entering care : (20)Who has parental responsibility?: </p><p>CONTACT INFORMATION (21)Carer name: </p><p>(22)Parent 1 name: (23)Parent 2 name: </p><p>(24)Social worker name: </p><p>(25)Social worker details: </p><p>Telephone number(s) Email address</p><p>(26) Who should be contacted in an emergency?: (27) Who will give permission for setting trips?: </p><p>Parent 1 Parent 2 Carer Social worker Parent 1 Parent 2 Carer Social worker Other Other</p><p>(28) Who will attend parents evenings?: </p><p>Parent 1 Parent 2 Carer Social worker Other</p><p>(29)Include the name of anyone for whom contact is prohibited and what the setting should do if contacted by this person: ADDITIONAL INFORMATION (30)Medical conditions the setting should be made (31)Does the young person have access to a aware of (please include any prescribed medication): computer with internet access out of setting?: </p><p>(32)Additional information: 2. Education</p><p>CURRENT EARLY YEARS SETTING (1)Setting name: (2)Setting address/ contact details: </p><p>(3)Year group: (4)Key stage: </p><p>(5)Designated practitioner name: (6)Designated practitioner email address: </p><p>(7)Mentor: (8)Headteacher: </p><p>(9)Setting authority (10)Date started at present setting: </p><p>PREVIOUS SETTING HISTORY (11)Previous setting history: </p><p>Setting address Date from Date to Type of setting Reason for leaving</p><p>ADDITIONAL INFORMATION (12)Is there an individual behaviour plan in place?: (13)Please record the child’s strengths</p><p>SEN (14)Does the pupil have special education needs? If (15)If no, is the pupil currently undergoing an so, at which code of practice stage is he/she at?: Education Health Care assessment?: </p><p>(16)When was the EHCP finalised?: (17)When is the SEN/EHC plan due to be reviewed?: </p><p>(18)Which local authority is responsible for (19)Who is the named EHCP Officer responsible in the administrating the Statement or EHC plan?: local authority?: </p><p>(20)Does the pupil have an IEP or equivalent?: (21)What is the main educational need identified on the Individual Education Plan (IEP), Statement or EHC Plan?: </p><p>(22)If the pupil is SEN Support (formerly School (23) SENCO/INCO: Action/Action Plus), please state what additional support is in place: </p><p>ATTENDANCE (24)How many hours a week is the child attending?: (25)Pattern of attendance over the week: (26)If there are attendance concerns, please give (27)Please give details of any other setting the child is details: attending: 3. Child’s View Early Years & Foundation Stage</p><p>(1)Name of adult supporting completion of this (2)Date of completion: section: </p><p>(3)Name of pupil/ young person: (4)If the pupil has not completed this section please state why: </p><p>YOUNG PERSON'S VIEWS</p><p>The questions below are prompts for a discussion or series for observations alongside a child during play and everyday routines in their setting. In this way all children including a non-verbal child can contribute and their ‘voice’ can be heard. (5)In my setting/ – I like / don’t like : (6)People I play with: </p><p>(7)At home – I enjoy / don’t enjoy: (8)I’m really good at / interested in: </p><p>(9)I’m happy when / I am sad when: (10)Things I need help with: </p><p>(11)Key worker's comments from observations: </p><p>4. Achievement 2016 Onwards</p><p>N1 (Age 2-3) Based on your professional judgement, identify the rate of progress your child is making in the EYFS (regardless of attainment)? Subject Term 1 Autumn Term 2 Spring Term 3 Summer Rate Of Progress Rate Of Progress Rate Of Progress Click to choose option: Click to choose option: Click to choose option: Please record the young person's current attainment in the boxes below. Subject Spring Term End Of Key Stage Attainment Grade Age/Stage Grade Age/Stage 01 Listening and attention: Click option: Click option: Click option: Click option: 02 Understanding: Click option: Click option: Click option: Click option: 03 Speaking: Click option: Click option: Click option: Click option: 04 Moving and handling: Click option: Click option: Click option: Click option: 05 Health and self-Care: Click option: Click option: Click option: Click option: 06 Self-confidence and self-awareness: Click option: Click option: Click option: Click option: 07 Managing feelings and behaviour: Click option: Click option: Click option: Click option: 08 Making relationships: Click option: Click option: Click option: Click option: 09 Reading: Click option: Click option: Click option: Click option: 10 Writing: Click option: Click option: Click option: Click option: 11 Numbers: Click option: Click option: Click option: Click option: 12 Shape, space and measures: Click option: Click option: Click option: Click option: 13 People and communities: Click option: Click option: Click option: Click option: 14 The world: Click option: Click option: Click option: Click option: 15 Technology: Click option: Click option: Click option: Click option: 16 Exploring and using media and Click option: Click option: Click option: Click option: materials: 17 Being imaginative: Click option: Click option: Click option: Click option: Additional notes for N1 (Age 2-3)</p><p>N2 (Age 3-4)</p><p>Based on your professional judgement, identify the rate of progress your child is making in the EYFS (regardless of attainment)? Subject Term 1 Autumn Term 2 Spring Term 3 Summer Rate Of Progress Rate Of Progress Rate Of Progress Click to choose option: Click to choose option: Click to choose option: Please record the young person's current attainment in the boxes below. Subject Spring Term End Of Key Stage Attainment Grade Age/Stage Grade Age/Stage 01 Listening and attention: Click option: Click option: Click option: Click option: 02 Understanding: Click option: Click option: Click option: Click option: 03 Speaking: Click option: Click option: Click option: Click option: 04 Moving and handling: Click option: Click option: Click option: Click option: 05 Health and self-Care: Click option: Click option: Click option: Click option: 06 Self-confidence and self-awareness: Click option: Click option: Click option: Click option: 07 Managing feelings and behaviour: Click option: Click option: Click option: Click option: 08 Making relationships: Click option: Click option: Click option: Click option: 09 Reading: Click option: Click option: Click option: Click option: 10 Writing: Click option: Click option: Click option: Click option: 11 Numbers: Click option: Click option: Click option: Click option: 12 Shape, space and measures: Click option: Click option: Click option: Click option: 13 People and communities: Click option: Click option: Click option: Click option: 14 The world: Click option: Click option: Click option: Click option: 15 Technology: Click option: Click option: Click option: Click option: 16 Exploring and using media and Click option: Click option: Click option: Click option: materials: 17 Being imaginative: Click option: Click option: Click option: Click option: Additional notes for N2 (Age 3-4) 5. Characteristics Of Effective Learning</p><p>CHARACTERISTICS OF EFFECTIVE LEARNING - THROUGH DISCUSSION (1)Playing and exploring: </p><p>Comments Finding out and exploring Playing with what they know Being willing to ‘have a go’ Other discussion points</p><p>(2)Active learning: </p><p>Comments Being involved and concentrating Keeping on trying Enjoying achieving what they set out to do Other discussion points</p><p>(3)Creating and thinking critically: </p><p>Comments Having their own ideas Making links Choosing ways to do things Other discussion points</p><p>(4)Additional comments: 6. Early Years Pupil Premium</p><p>(1) Termly CLA Pupil Premium for children with qualifying dates of birth: </p><p>Amount £ Used for Impact of Pupil Premium funding Termly CLA Pupil Premium (£300/annum) Additional CLA Pupil Premium allocated 7. The PEP Meeting</p><p>(1)Details of this PEP: </p><p>This meeting Next CLA review Date of</p><p>ATTENDEES (2)People involved in the PEP: </p><p>Name Attended Designated practitioner Social Worker Carer Parent Parent Mentor SENCO/ INCO Education Advisor Virtual School Child/ Young Person Other Other</p><p>MINUTES OF THE MEETING</p><p>Minutes must be completed in full detail and include details from the Pupil’s class teachers. These can be pasted into the text box below. A helpful format for these meetings is: 1. What’s going well (for the Pupil in setting / out of setting) 2. Current attainment & progress in setting 3. Challenges for the Pupil 4. What needs to happen? 5. Overall summary (3)Minutes of the meeting : 8. PEP Actions </p><p>REVIEWING PREVIOUS TARGETS (1)Review the short term targets from the last PEP: </p><p>Education target from Target achieved? Comment on actual Review of impact of last PEP outcomes achieved the use of Pupil Premium Plus funding</p><p>(2)Review progress on long term targets: </p><p>Long term education Target achieved? Comment on actual Review of impact of target from last PEP outcomes achieved the use of Pupil Premium Plus funding</p><p>SETTING OF NEW TARGETS AND ACTIONS At least two targets must be of academic focus. (3)Set NEW short-term SMART learning targets and actions: </p><p>Target How will this target be By when By whom met: actions and services provided</p><p>(4)Set NEW long-term SMART learning targets and actions: </p><p>Target How will this target be By when By whom met: actions and services provided (5)Identify any other agencies who currently offer other specific support for achieving these targets.: </p><p>(6)Additional information: </p><p>NEXT PEP ARRANGEMENTS (7)Date of next PEP review meeting: </p><p>(8)Next PEP meeting: </p><p>Time Venue Person responsible for co- ordinating meeting/review</p>